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"Philosophy of Education"

2015 year, number 1

Inclusive education as a form of the disability policy implementation in the current conditions: on the formulation of the problem

O. V. Zinevich, V. V. Degtyareva
Novosibirsk state technical University, Prospekt Karla Marksa, 20, Novosibirsk, 630073
Keywords: policy of disability, inclusive education of the person with disabilities, disability discourse

Abstract

This article is devoted to the formulation of the problem of inclusive education as a form of implementation of the strategy of the disability policy. The authors identified a significant contradiction between the need to develop the disability policy as one of the priority areas of social policy, declarations of such a policy by the discourses of social justice and equality and the lack of (or failure of) the practical conditions for its implementation. The disability policy is regarded as a set of actions initiated by the state in order to create equal conditions for the people with disabilities. The authors emphasize that the disability policy is based on the existing social discourses of disability, methods of codification and nomination of the processes inclusion and/or exclusion of people with disabilities into (from) social functioning. The development of various discourses of disability allows determining the policy of disability, the basic idea of which is thinking about the nature of disability in general. Inclusive education is seen by the authors as the most acceptable form of the disability policy implementation, because it directly addresses the issue of inclusion of people with disabilities into social functioning. The question of implementation of the practice of inclusive education in all educational stages makes us to treat in a special way the development of models of inclusive education and their practical implementation. It is noted that the current inclusive practice has a rather non-systemic, local and project character. The authors insist on the need for real conceptualization and construction of theoretical images of inclusive education. The need for serious examination of the readiness of educational institutions to the development and implementation of inclusive practices is seen by the authors as a real mechanism for the implementation of disability policy as a whole. Together with the discourses of humanistic content, there are circulating in the society the discourses, which express a historically established and fixed in the traditions attitude towards disabled people, which does not always coincide with the discourse of equality and justice. The artificially borrowed discourses of inclusion live their own life, appearing in the reports and declarations; however, the real practices are far from the declarations and have imitative character. That is why the disability policy reflects the need for the development of law, actual practices of inclusion and participation, which represent the normalized discourse of disability. So, the problem of development of the disability policy is associated with the need to select and support social institutions, which create special conditions for exercising the right of the person with disabilities to become a full-fledged subject of social life. These institutions are to implement the state policies on social support and protection of the people with disabilities.